Evidence-informed propositions for a whole-of-program assessment approach

To develop evidence-informed propositions for implementing whole-of-program assessment across dietetic education settings, in response to emerging education theory, technological advances such as generative artificial intelligence, and the need for meaningful learning and trustworthy progression decisions.

A four-stage multiple methods study, grounded in pragmatism, was conducted. Initial propositions were developed through a systematic scoping review of programmatic assessment literature. Thematic analysis was used to identify patterns, which were iteratively refined into themes and then preliminary propositions. These were further refined through workshops with dietetic educators, who provided feedback based on their expertise. A repeated systematic scoping review incorporated recent research to ensure currency, with findings integrated into the propositions. In the final stage, feedback from external reviewers was used to enhance clarity and practical relevance.

Nine propositions for evidence-informed practice in dietetic student assessment were developed. These propositions focus on aligning assessment with program learning outcomes, using varied learning tasks to generate trustworthy learning evidence, developing feedback literacy among education partners, involving expert assessors in progression decisions, and providing intermediate reviews to monitor student progress. The propositions emphasise the importance of student agency and recognise the influence of institutional structures and culture on assessment.

The propositions provide a practical, whole-of-program approach to assessment that promotes learning and trustworthy progression decisions. The approach is recommended as the common assessment process across the dietetics profession. By aligning assessment practices across the curriculum and profession, these propositions seek to enhance educational outcomes and address the evolving challenges in dietetic student education.